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Full text of "Annual Evaluation Report Fiscal Year 1984"

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101-3

C.    Costs, Benefits, and Effectiveness:    (continued)

o Children served ranged from prekindergarteners through 12th graders.
About 3,330,000 children, or 70 percent of the children receiving
Chapter 1 services, were in grades one through six (E.I)*

o Approximately one-half the Chapter 1 participants were white, one-
third black, and one-fifth Hispanic (Table 1). Because different
States reported each year, the differences in ethnic data provided
to the Department for school years 1982-83 and 1981-82 may not rep-
resent actual shifts in ethnic participation* For instance, the
dramatic shift in Hispanic participation (shown in Table 1) resulted
at least in part because California reported ethnic data only for
school year 1982-83* Only 36 States reported ethnic data in school
year 1982-83 compared to a different set of 40 States that reported
in the 1981-82 school year*

Table 1
Reported Ethnic Group Participation

,                                                ,      ____             American Indian,

Alaskan Native,
White       Black      Hispanic       or Asian/Pacific Islander

School School
	Year Year
	1982-83 1981-82
	45 % 54 %
	29 % 32 %
	22 %
 11 %
	4 %
 Q     #

Types pf Benefits Provided:    In school year 1982-83:

o    74 percent of all Chapter 1 students (approximately 3,520,000 students)
received reading instruction,

o   45 percent (approximately 2,160,000 students) received mathematics in-
struction,

o   19 percent (approximately 890,000 students) received language arts in-
struction, and

o   11 percent (approximately 52Q9QOO students)   received  instruction  for
children with limited English proficiency.

These figures are roughly comparable with the service patterns for school
year 1981-82, when 72 percent of all program participants received compen-
satory instruction in reading, 42 percent received supplementary mathema-
tics instruction, 20 percent received language arts instruction, and 11
percent received services for limited English proficient students (E.I).

Over the four years for which complete information on funding and services
are available (school years 1979-80 through 1982-83), the number of partici-
pating students and staff has decreased. The numbers of children receiving
reading and mathematics instruction, however, increased between school years

1981-82 and 1982-83 (see the next section  in t;h:;s chapter)..ible